大学思辨英语精读备课Unit-5

大学思辨英语精读备课Unit-5
大学思辨英语精读备课Unit-5

Unit 5 Knowledge and Ignorance

Words and phrases expected of students to understand

palpitate

five days straight

wiggle

leaf v.

prop up on pillows/against the wall

Dawn broke on the doctor’s face

rule out

social milieu

in a huddle

a suggestion of…

I detected a suggestion of malice in his remarks.

in due course

Preparatory Work

(1)

The following are just for your reference

The Inadequencies of Modern Orthodiagramatic Techniques in Demonstrating Minimal Left Ventricular Hypertrophy 当代影像技术在显示微小左心室肥厚方面的不足之处

the Diagnostic Clinic (诊断科) vs. the Therapeutic Clinic (治疗科) vs. the Functional

Clinic(功能科)//Mitral Valve Clinic (二尖瓣科) vs. Aortic Valve Clinic (主动脉瓣科) (allthe clinics are made up for satirical effect)

psychoneuroticist神经心理医生(a made-up word, possibly coined from Psychoneurosis 精

神神经病or Neuropsychology 神经心理学)

psychosociologist社会心理医生(a made-up word; psycho+ sociologist)

pituitary osmoreceptorologist渗透压感受器专家??(a word possibly coined from pituitary osmoreceptor渗透压感受器)

(2)The story was published in 1963, and in the story a doctor says it’s 1972, which means that the story has a futuristic setting.

It’s not a typical science fiction as I understand the term, for science fiction, though hard to define, usually involves wilderimaginativeconceptssuch asfuturisticscienceandtechnology,space travel,time travel,parallel universesandextraterrestrial life.

Yet it may be viewed as a story of science fiction in the sense that the author makes up a futuristic settingof extremely meticulous divisions of medicine to warn against such a trend, since science fiction also means, according to science fiction writerRobert A. Heinlein, “realistic speculation about possible future events, based solidly on adequate knowledge of the real world, past and present, and on a thorough understanding of the nature and significance of the scientific method.”

But, to be honest, I do thi nk it’s more a satire than science fiction.

(3)There are altogether 13 doctors besides the Turk. (Interesting number!) The doctor (community doctor?)---the red-headed doctor (Gastro-Intestinal man) andDr. Schultz (the Orthopedic Radiologist)---another doctor(possibly alsoOrthopedic Radiologist), who brought two more doctors (in Valve Clinic)---the Miltral man, the Aortic man, the Great Arteries man and the Peripheral Capillary Bed man---doctor in the Functional Clinic---Psychoneuroticist, Psychosociologist— the Turk ( Is he really a Turk?

I don’t know what’s his field.)

(4)They are italicized for emphasis. They are to be read out aloud.

Para. 9 Fifty-five The doctor shows his incredulity. He believes 55 as a critical age but the man hasn’t had a checkup for almost 10 years.

Para.13 …you may be feeling well, it implies that the doctor doesn’t believe he is actually well.

Para.24 …I could do that…The doctor was shocked that the patient was “ignorant” to the extent that he asked only for sth. to stop the pain. According to the doctor, the root cause of the problem had to be found out first.

Para. 24 …more…aspirin poisoning than of cyanide poisoning The two words are emphasized to distinguish them and to let the information sink in.

Para. 26 we have to think about…The doctor implies that Wheatley hasn’t

thought much about his own health.

Para. 37 I don’t think so. It is implied by the emphasis that Wheatley fails to understand the word Fluoroaortogram.

Para.38 Now this patient--- The doctor suddenly realized his purpose of coming here.

Para. 41 you mustn’t worry. The doctor thinks that Wheatley has the reasons to be worried but that his worry might make the situation worse. Therefore he mustn’t worry.

Critical Reading:

1.Questions

(1)He was very nervous.

(2)He doesn’t think Wheatley’s complaints have much value. He has his own

professional training of inquiring.

(3)He is an Orthopedic Radiologist (And I think he is a colleague of Dr. Schultz’s).

He mentions the article in details possibly because it’s his recent focus of attention, or in other words he is still thinking about it when he talks.

(4)I don’t know for sure where he went or what brought him there. I think both the

Turkish drapes and the turban are used to give an exotic flavor to that place, to form a sharp contrast with the previous “scientific”atmosphere. He might or might not be a Turk. Still we know this last resort of Wheatley’s must be some branch of the “alternative medicine”, which according the Wikipedia, “is any practice that is put forward as having thehealingeffects of medicine, but does not originate fromevidencegathered using thescientific method.”

This ending provides an alternative choice to the allegedly “scientific”modern medicine and makes it a choice Wheatley voluntarily made after being disillusioned with the modern medicine. The effect is quite satirical.

2.True or False

(1)F It’s satirical.

(2)F Wheatley is certainly worried by the first doctor’s words, but not to the

serious extent as is stated in this sentence.

(3)F He starts to feel worried and thinks that the doctor may take the blood

pressure or do other check-ups to decide whether it’s inflammatory or sth. else.

(4)F It only occurred to him that the patient just wants sth. to stop the pain.

3.(1) B(2) C (3) D

II. Critiquing the text

(1) The doctor’s professional in the sense that he made the enquiries and diagnoses in

a logical way. Of course the problem is that he always cut the patient short, relied

too much on his theoretical hypotheses and wouldn’t do any check-up to ascertain what was wrong with the toe. Therefore he is not a competent doctor.

(2) “Interesting” here might be a euphemism for sth. tricky, sth. difficult to handle. I

don’t know how to answer the rest of the questions (what to make of his words, what’s his real intention?)

(3) Early on the doctor simply told Wheatley to go to the “Valve Clinic”, talking it for

granted that Wheatley knew which valve clinic he should go. But it was unlikely for a layperson like Wheatley to know that there was a subdivision of “valve clinic”

and which one was the right one for him.

Fortunately, there is no “Mitral Valve Clinic”, “Aortic Valve Clinic”or even “Valve Clinic” in the real world. The author makes them up as a good example to show how unnecessarily complicated and how confusing modern medical science has become.

(4) One sentence can account for all those referrals: “Always best to let the expert

handle the problem in his own field.”I think the quotation might be part of the long-term professional training they have received before they become doctors.

Therefore I put the blame on the unnecessary branching of modern medicine science, not on the doctors themselves. They are trained in this way. It’s not their irresponsibility or sth. Actually this article helps me to develop some empathy for the doctors in past news reports about doctors asking their patients to do a thorough checkup before making their diagnoses. I used to think, like what the reporters led us to believe, that they were just trying to make more money. But this article throws new light on those cases. Now I can see why the doctors think it reasonable and even necessary to do such checkups. They are trained in this way.

(5) Most of the terms and jargons are difficult to understand. The author even made up

some words, usually very difficult and long words. The effect is well achieved.

The reader can literally sense the feelings of awe, confusion and perplexity that Wheatley must have felt at the flow of those incomprehensible, professional, solemnly-uttered jargons. In some specialized fields like medicine, language is used as a tool to establish an unbalanced power structure in which lay people remain in a powerless and underprivileged status. The author is sensitive enough to recognize it in the real life, and wise enough to exaggerate the jargons a bit so as to make them more recognizable to his reader.

(6) I read this short story as a satire on modern medicine science: it is evolving into a

dead end, which sacrifices efficiency for expertise and fails to provide the cure it promises.

(7) Lack of efficiency, unnecessary branching, relying too much on theories and

equipments, too meticulous in making a diagnosis…

Students are encouraged to come up with ways to handle the problems. Possibly more reading of literary works might help. Haha.

(8) I agree thatordinary people usually remain powerless in the unbalanced

relationship between experts and lay people. They are deprived of the discourse power, unable to utter their own opinions or to keep things under their own control.

What makes things worse, due to the monopoly of knowledge, they not only lack confidence in their own judgments, but also, in most cases, do fail to make sensible judgments.

以下是奉侯老师之命加上的语言练习的部分参考答案:

2. Paraphrase:

(1) It might start as pain in one toe but lead to something more serious. The doctor

didn’t think Wheatley gave enough attention to his health.

(2) I suppose I should have had checkups in the past ten years.

(3) We are going to cure you soon. We need just a few more studies to cure you.

(4) The doctor realized what Wheatley wanted to say.

(5) A few hours later the doctors were examining him by ways of thumping,

photographing and listening.

(6) The doctors agreed that he had to go through those checkups to rule out

possibilities of certain diseases.

3. Translation E-C

(1) 医生们把某些物质注入他的右胳膊,又把某些物质从左胳膊里抽出来。在这

个过程中,他不禁惊叹现代医学技术多么发达。

(2)医生们头碰头聚在一起,随着讨论变得越来越激烈,时不时的会有个别词语

飘过来。

(3)房间又小又暗,厚重的土耳其式布帘遮住了后面的黑乎乎的过道。空气中飘

浮着一丝熏香的味道。

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大学思辨英语精读备课unit5

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The American does not join in the argument but watches the other guests. As he looks, he sees a strange expression come over the face of the hostess. She is s taring straight ahead, her muscles contracting slightly. She motions to the nat ive boy standing behind her chair and whispers something to him. The boy's eyes widen: he quickly leaves the room. Of the guests, none except the American notices this or sees the boy place a bo wl of milk on the veranda just outside the open doors. The American comes to with a start. In India, milk in a bowl means only one thi ng -- bait for a snake. He realizes there must be a cobra in the room. Unit2 Jefferson's courage and idealism were based on knowledge. He probably knew more than any other man of his age. He was an expert in agriculture, archeology, an d medicine. He practiced crop rotation and soil conservation a century before t hese became standard practice, and he invented a plow superior to any other in existence. He influenced architecture throughout America, and he was constantly producing devices for making the tasks of ordinary life easier to perform. Of all Jefferson's many talents, one is central. He was above all a good and ti reless writer. His complete works, now being published for the first time, will fill more than fifty volumes. His talent as an author was soon discovered, and when the time came to write the Declaration of Independence at Philadelphia in 1776, the task of writing it was his. Millions have thrilled to his words: "We hold these truths to be self-evident, that all men are created equal…" Unit3 While I was waiting to enter university, I saw advertised in a local newspaper a teaching post at a school in a suburb of London about ten miles from where I lived. Being very short money and wanting to do something useful, I applied, fe aring as I did so, that without a degree and with no experience in teaching my chances of getting the job were slim. However, three days later a letter arrived, asking me to go to Croydon for an i nterview. It proved an awkward journey: a train to Croydon station; a ten-minut e bus ride and then a walk of at least a quarter to feel nervous. Unit 4 As a boy and then as an adult,I never lost my wonder at the personality that was Einstein .He was the only person i knew who had come to terms with himself and the world around him .He knew what he wanted and he wanted only this :to understand within his limits as a human being the nature of the universe and the logic and simplicity in its functioning .He knew there were answers beyond his intellectual reach .but this did not frustrate him .He was content to go as far as he could.

大学思辨英语教程 精读1Unit 3教师用书(20150809)

Unit 3 Verbaland Non-verbal Communication Unit overview Both Units 1 and 2 mention a key word “communication”.As Thomas Payne points out in Text B of Unit 2, most of us, linguists or non-linguists, have the common-sense notion that “the main purpose of human language is communication”. Thus to develop a deeper understanding of the nature and function of language, we need to take a close at human communication. This unit examines this topic from a cross-cultural perspective, illustrating the similarities and differences in verbal and non-verbal communication between different cultures, which lays a foundation for further exploration into the interface between language and culture in the following units. Text A People in different communities demonstrate different perceptions and rules of both verbal and non-verbal communication. The way they interact is culturally relative in almost every aspect, including when to talk, what to say, pacing and pausing, listenership, intonation and prosody, formulaicity, indirectness, and coherence and cohesion. Text B Some non-verbal behaviors are practically universal and have the same meaning wherever you are (e.g., smiling and facial expressions of anger, surprise, fear, sadness, and so on). But for cultural and historical reasons, there have also developed great differences and variations in such aspects as eye contact, touch, gestures, and territorial space, etc. Without an awareness of respect and accommodation for people from a different background, these differences are likely to cause misunderstandings in cross-cultural communication. The two texts supplement each other in that Text A illustrates cross-cultural differences in both verbal and non-verbal communication while Text B focuses on non-verbal behaviors and addressesboth differences and similarities. Teaching objectives This unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities of autonomous learning in the following aspects. Reading skills: Use context to understand a new word Identify cohesive devices Predict the content of an upcoming sentence/paragraph Communicative competence: Develop a coherent and cohesive oral/written discourse

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